Assessment of student competency in a simulated speech-language pathology clinical placement
Hill, Anne E.
Davidson, Bronwyn J.
McAllister, Sue Margery
Theodoros, Deborah G.
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Clinical education programs in speech-language pathology enable the transition of students’ knowledge and skills from the classroom to the workplace. Simulated clinical learning experiences provide an opportunity to address the competency development of novice students. This study reports on the validation of an assessment tool designed to evaluate speech-language pathology students’ performance in a simulated clinical placement. The Assessment of Foundation Clinical Skills (AFCS) was designed to link to concepts and content of COMPASS®: Competency Assessment in Speech Pathology, a validated assessment of performance in the workplace. It incorporates units and elements of competency relevant to the placement. The validity of the AFCS was statistically investigated using Rasch analysis. Participants were 18 clinical educators and 130 speech-language pathology students undertaking the placement. Preliminary results support the validity of the AFCS as an assessment of foundation clinical skills of students in this simulated clinical placement. All units of competency and the majority of elements were relevant and representative of these skills. The use of a visual analogue scale which included a pre-Novice level to rate students’ performance on units of competency was supported. This research provides guidance for development of quality assessments of performance in simulated placements.
“This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Speech-Language Pathology on 30 August 2013, available online: http://wwww.tandfonline.com/10.3109/17549507.2013.809603.” http://dx.doi.org/10.3109/17549507.2013.809603.